Methodological issues on lesson studies toward teacher development at schools

在设计学校教师发展的课程研究时，我们可以意识到三个因素，即理解学生学习的主题，教师之间的师徒关系或共同指导关系，以及教师教学观的重构作为视角转换。我们有必要从文化导向的学习、学生作为自我评价者的观点、与分布式领导和协作系统的关系、角色扮演的交换、与教师启发式识别的重建以及自发课程学习的自我意识等方面来理解主体。

In designing lesson studies toward teacher development at schools, we can be conscious of three factors, that is, a subject of understanding pupils's learning, mentor-mentee, or co-coaching relationships between teachers, and a reconstruction of teachers'views of teaching as perspective transformation. It is necessary for us to apprehend the subject in connection with culture-oriented learning, and a viewpoint of a pupil as self- evaluator, the relationships in connection with a distributed leadership and a collaboration system, and an interchange of role taking, the reconstruction in connection with teachers'heuristic recognition, and self-awareness about spontaneous lesson studies.